Education Leadership

Matthew Lynch published in Education Leadership, School Leadership March 17, 2020

Effective Education Leaders are Imaginative

Contrary to popular belief, imagination is not something people are born with; like many leadership skills, it can be learned. Think about how imagination played such a key role in your life as a child. Unfortunately, as children get older, schools and society, in general, tend to downplay the importance of imagination, in deference to practical thinking.

The power of imagination

However, those of us in the know understand the powerful influence that imagination can have on leadership. It can help give you a competitive edge by allowing you to explore angles and avenues that your practical thinking peers scoff at.

How can you unlock your imagination, after it has been imprisoned for so long? You need to go out of your way to try new experiences, learn new things, and practice inquisitiveness by continually asking further questions. In doing so, so you will unlock your natural creativity and innovation and discover a new way of looking at things. Then you tap into this power, the more skilled you will become at using.

Over the next 6 months, practice using your imagination to dream up new initiatives and projects. Think of initiatives and projects that could give you a competitive edge and help your teachers and their students become more productive. Ask your leadership team, teachers, and students to help you during this process.

How did it turn out? I suspect that it turned out well and that people are lauding you for your imagination and innovation. Also, other education leaders and contacting you, asking you to help them develop similar initiatives and projects. If you are not careful, you might win some distinguished award like “administrator of the year” or “education innovator of the year.”

Concluding thoughts

Education leadership is certainly not child’s play, but when you use your imagination to help you become more effective, it can sure seem like it. So, don’t be afraid to venture into new ways of thinking, new trends and technologies, and new pedagogical methodologies. What is in our imagination today will be commonplace tomorrow.

Matthew Lynch published in Education Leadership, Teachers March 16, 2020

Why School Cops Won’t Fix School Shootings

With the number of deadly school shootings on the rise in recent years, school administrators and lawmakers are actively seeking solutions to the problem of gun violence in schools. One of the more popular solutions is arming schools with police officers. According to this study, only 1% of schools in the United States had police officers on campus in 1975. In 2019 that number increased to around 42% of high schools and 24% of middle schools, yet school shootings remain a huge issue.

Because this is still such a recent method of gun violence prevention in schools, it is difficult to conclusively determine whether or not a police presence in schools is really helpful in solving the epidemic of school shootings. However, there is already evidence to suggest that although the presence of cops in schools may be reassuring and helpful in some ways, it is not an effective or appropriate solution to prevent school shootings. This article will explore some of the flaws in having police officers in schools and how it can actually do more harm than good for students.

Students are not treated (or arrested) equally

Black children are arrested more frequently (and in disproportion to their percentage of the total student population) than any other students. This could very likely be due to prejudices held by police officers, teachers, and administrators. Having police on campus could be more beneficial to non-black students, but harmful to black students due to increased arrest rates for non-violent offenses or for unarmed fights.

More arrests for lower offenses

According to a study from 2009, schools with cops on campus had a higher rate of arrests for lower-level offenses such as possession of alcohol, unarmed fights, and vandalism. In theory, it’s great that crime is being stopped, but this does not necessarily contribute to stopping gun violence and can having damaging lasting effects. A student with an arrest on record for a minor offense like vandalism may have a harder time finishing school and obtaining gainful employment as an adult.

Increased police brutality

This article from NPR illustrates the ways that having police officers present on school campuses increases police brutality, particularly towards students of color and in schools where a majority of the students are black. Students at these schools report that the only times they see police officers interacting with students is when students are being arrested or police are using stun guns or other violent methods of control over students. This increases the hostility between police officers and minority groups who historically have been targeted by police, and causes students to grow into adults who do not trust or respect the police force.

Normalizes violence and adds guns to schools

Police officers in schools are often armed, which only adds to the number of firearms on campus. Although it is true that these weapons are meant to be used in defense of school shootings, it still presents an opportunity for students to access a gun that they might not have otherwise. Police presence on campus also reinforces the idea that school is a dangerous place. Although it can be reassuring to some to have officers on campus at all times, other steps could be taken so that they are not needed in the first place.

Although there hasn’t been sufficient research conducted over time yet, there are clearly both advantages and disadvantages to having a police presence in schools. Ultimately, it appears so far that having cops on campus does not solve the epidemic of gun violence at schools. Lawmakers and educators need to look at other more effective solutions to prevent and stop school shootings.

Matthew Lynch published in Education Leadership, School Leadership March 16, 2020

Effective Education Leaders Have Great Instincts

Education leadership is often about following your intuition. It can be hard to let go of logic in some situations, but uncertainty is natural in the field of education. Learn to trust yourself and not everyone else.

Trust your instincts

When making decisions or even planning an event, I seek out wise counsel and listen to the suggestions of my team. But at the end of the day, I make the final decision, trusting they my intuition won’t fail me. It can be hard for new leaders to trust their instinct. This is mainly because many of us have been trained to use data and facts to make our decisions. To do otherwise would be foolishness.

However, you have to careful when utilizing data and information that you did not collect yourself. The thing about data is that it can be organized and cherry-picked, which can lead analyzers to make false assumptions. Sometimes this is done consciously, and sometimes it is done unconsciously. If the data that you are presented with does not mesh with what your observations tell you, you may have a major dilemma on your hand. Do you trust your gut, or do you trust the data?

It is hard to stand in front of your team and tell them that you are choosing a course of action that seems counterintuitive and against conventional wisdom. And if the data points to a more effective course of action, and you go with your gut, people will think that you have gone mad. However, to the experienced education leader, data is not always right, and sometimes you have to trust your instinct and intuition.

Trusting your instincts, high risk, high reward

If your decision bears fruit, you will be lionized. If you fail, just know that you will probably be demonized and painted as being incompetent or losing a step. Effective leaders don’t care about what people think of them, they only care about being good stewards and making the right decisions. If you have good instincts, just remember, they will rarely point you in the wrong direction.

Matthew Lynch published in Education Leadership, School Leadership March 13, 2020

Effective Education Leaders Seek Out Wise Counsel

Even though being an education leader usually means that you are the head honcho, you must seek out the advice of trusted advisors if you want to be truly successful. Why? Because it allows you to tap into perspectives that are different from your own. It allows you to see the big picture of a decision, as well as all of the scenarios in which your initial plan could end in disaster.

Creating a “team of rivals”

As counterintuitive as it might sound, you do not want your leadership team or team of advisors to be comprised of people who think as you do. Also, in certain situations, it might be a good idea to add a few of your rivals to your leadership team. You know, those people who always choose a position or solution opposite of yours. Even if this is intentional, it does not matter.

Having a “team of rivals” vetting your decision making can be a productive and eye-opening activity. They can point our possible obstacles that you can not see. In the end, the decision will be your own, but at least you have left no stone unturned during your search for the appropriate course of action.

A little experiment

Let’s do a little experiment. Over the next 3 months, whenever you have a major decision to make, convene a group of advisors who you trust and who have different personalities and business approaches. Discuss the decision with them and allow them to help you brainstorm possible approaches and the pros and cons of each approach. After you have narrowed your decision down to 2-3 possibilities, choose the one that you feel most comfortable moving forward with. Inform your group of your choice, and thank them for their help. It would be a good idea to make this a working breakfast or lunch, so you can provide them with a great meal to show your appreciation.

Matthew Lynch published in Education Leadership March 12, 2020

The Importance of a Diverse Teaching Force

Girls are consistently out-performing boys in school. There are many factors that may cause this, but one that research has proven is that students generally perform better when they have a teacher of their same race or gender. Of course, there are educators of all races and genders, but studies show that the majority of teachers are white women.

This means that students who are similar to their teachers tend to be more academically successful, and are even more likely to go on to pursue careers in education, and the cycle continues. Studies show that attendance, academic performance, and disruptive behaviors all correlate to the demographic match between students and teachers. This article explores a few of the reasons why it is so important for students to have a diverse teaching force.

Teachers of color have higher expectations for students of color

Although it is their responsibility to check their prejudices and not stereotype, teachers, just like everyone else, have conscious and subconscious prejudices that can affect how they work. Because of stereotypes or prejudice, white teachers may have lower expectations of students of color, which leads to these students under-performing. Teachers of color have higher expectations of students of color, and these students benefit from this treatment.

Students need to have a role model they can relate to

For students of any race or background, it is beneficial for them to see someone like them in a position of authority. If a student is oppressed by society and made to believe they will never be successful, then this can become a self-fulfilling prophecy. If a student sees someone similar to them (from the same country of origin, the same race, speaks the same language, same gender identity, etc.) it gives them someone to look up to that they perceive as similar to them.

It is very meaningful and impactful for students to have an authority figure that they can relate to, and students (particularly once they are past the elementary level) generally perform better for teachers who are similar to them.

Teachers draw on their own cultural contexts to handle students differently

Teachers who may have had similar cultural experiences to their students are likely to handle their students more effectively. A teacher of color is more likely to know and understand the societal barriers students of color face, and therefore are more likely to take this cultural context into consideration when handling students.

This can extend to academic approaches, discipline, communication with family members, and more. For example, one harmful stereotype in education is that all Asians are naturally good at math. An Asian math teacher may better understand this stereotype and the impact it has on Asian students, so they are able to treat their Asian students more fairly and give them the academic support they need instead of assuming that these students do not need extra help or attention in math class.

Having a diverse teaching force is so important for all students. What works well within the current model is that in elementary school students often learn multiple subjects from the same teacher. Research shows that similarities between students and teachers are less important at the elementary level, possibly because students of this age are not socially or culturally aware enough to be conscious of differential treatment yet.

In middle school and beyond, students often have different teachers for different subjects. This allows schools to create a diverse teaching force that reflects the student body so that there is a relatable teacher for every student. Students can only benefit from having at least one teacher at school that is similar to them, and it is the responsibility of administrators within the education system to actively create a diverse teaching force.

Matthew Lynch published in Education Leadership, School Leadership March 12, 2020

Effective Education Leaders Pursue Opportunities to Grow Their Wisdom and Skills

To stay prepared for any obstacle in the road, education leaders actively pursue new skills that allow them to learn and grow. It is not an option, it is a priority if you want to enjoy a long career. From taking salsa lessons to taking a trip to Finland to tour its schools, challenge yourself to be better by enjoying new experiences. Read everything related to business, leadership, and the education field that you can get your hands on, both print and digital.

Continuing education is mandatory

Education leaders go out of their way to stay educated and up-to-date, and their pursuit of learning is intentional. Intentional learning is a never-ending process of gaining, understanding information to make your self more intelligent and prepared on a specific subject.

Education leaders understand that education does not stop after school; you need to stay informed 24/7. Education leaders are often compelled by a voracious desire to learn, push the limits of what is thought possible, and explore uncharted territory. Growing your mind can often be as easy as reading, asking, “why?” more often and enjoying the journey alone.

In a pursuit to learn as much as possible, you will notice that successful people ask a lot of questions. They are not embarrassed by the thought of not knowing something; they are intrigued and energized. They want to know all that they can about that subject and use it on their journey to realize their potential as a leader and as a person.

Concluding thoughts

Like a professional athlete, education leaders strive to make improvements and become better every single day. Great education leaders are driven by performance and the motivation to see how far they can go in their personal lives and careers. Never pass up an opportunity to grow. Accept the challenge and be grateful for it. As you look back over your life, after you retire, you will be amazed at how this one decision changed the course of your entire career and your personal life.

Matthew Lynch published in Education Leadership, School Leadership March 11, 2020

Effective Education Leaders Change People’s Lives by Helping Them Reach Their Potential

Education leaders working toward a brighter tomorrow want to share that future and its success with the people they love. This includes family, friends, colleagues, etc. They don’t want to be the only one that makes it to the top of the mountain, they want to bring lots of people with them. They are not concerned with the possibility that people that they help might surpass them in terms of status and wealth. They see it as a badge of honor, something to be proud of.

Leaders mentor other leaders

Leaders must act with generosity by effecting positive change in the lives of the educators around them. As an education leader, you will not be judged by just test scores and student outcomes; you will also be judged by the number of educators that you help to become leaders in their own right. These leaders become your extended family, a testament to your leadership character.

Improving the lives of educators who are a part of your life, also means helping them become better individuals. Help other people grow by encouraging their potential both professionally and personally and allowing them to learn from your experiences, good and bad. Teach them that only 10% of good leadership is ability and skills, and the other 90% is comprised of leadership character. Leadership character encompasses virtues such as putting others first, taking responsibility, seeking wisdom, acting with courage, and being optimistic. If you help them to gain these often elusive human attributes, they will win in leadership and in life.

A brief anecdote

Let me share a brief anecdote on what it means to help people reach their potential. The world’s greatest and most distinguished mountain climber was being interviewed. He had the distinction of summiting more mountains than any human being who had ever lived. The interviewer asked him, “Which of your accomplishments are you most proud of?” He replied, “I have helped more people make it to the top of the world’s tallest mountains than anyone in history.” You see, his greatest achievement didn’t focus himself, but on all of the people that he had helped reach their goals.

Matthew Lynch published in Education Leadership, School Leadership March 10, 2020

Effective Education Leaders Have a High Aptitude

Aptitude in most scenarios pertains to a person’s ability to learn new things, but just because some people can learn things more rapidly than others does not automatically mean they are more intelligent. Why is aptitude so crucial for education leaders? Because you are expected to develop a large amount of expertise and knowledge, not only in the field of education but also in fields like human psychology, behavior management, education law, health, and wellness, etc. To make this task even more difficult, these fields are continuously changing.

A guide to leveraging aptitude

So, to stay up to date, you will need to be continuously learning, often trying to master several topics at once. If you do not have an aptitude for learning new things quickly, then it will be hard for you to keep up with the deluge of information. If you lack expertise and skills in any of the aforementioned subjects, your deficiencies will make it easier for you to make a mistake.

Sure, you could try to lean on someone else’s expertise in your areas of weakness, but just remember that other people have their own agendas. In cases like this, you don’t have to be an expert on the subject, but you need to know enough to gauge the reliability of expert advice.

Aptitude is one of those skills that is highly coveted, but all of us are not blessed with a high one. If you have a low aptitude for learning and want to develop it, there are lots of apps on the internet that can to help you increase it.

Aptitude is not fixed. You can improve your aptitude by practicing your ability to solve multi-step problems, think critically, and handle complex reasoning. It is not as hard as it seems. Just do a google search, and find an aptitude boosting solution that works for you. One thing is for sure, not having a decent aptitude for learning will put you at a huge disadvantage in the field of education leadership.

Matthew Lynch published in Education Leadership, School Leadership March 9, 2020

Effective Education Leaders are Attentive

Life is filled with distractions; great education leaders know how to remain on course and block distractions out. Remaining attentive involves staying focused on the endgame, allocating your time strategically, and training your brain like a muscle to eliminate work that is non-essential.

Let’s look at a scenario

The key to being attentive is defining what your primary focus is at the moment. If you are working on a critical report that needs to be submitted by 5:00 pm, then strategically focus on completing that. Tune out all distractions and let the task in front of you become the most important thing in the world.

Before you lock in on the task at hand, make sure that you isolate potential distractions and neutralize them. For instance, you know that your wife calls you on your lunch break to catch up, so ask her to refrain from doing so for that particular day. Also, let your administrative assistant run interference by routing non-emergency requests to your assistant principals. This includes discipline issues, teacher questions, parental inquiries, etc. You know that these things are important, but for this one day, someone else can handle them.

Also, remember to turn your phone on silent and close out your email screen. And don’t even think of checking your social media. You want to remain focused, and you don’t want anything to distract you from the task at hand. Anyone urgently trying to reach you would know to call your office phone if they can’t reach your cell.

Speaking of your office phone, make you this line is rerouted to your administrative assistant. Imagine yourself as the quarterback, and your office staff as an offensive lineman, who will help you complete a pass for the game-winning touchdown by blocking all distractions. It might sound like a lot, but this is what it takes to sometimes remain attentive on projects that have an imminent deadline.

Matthew Lynch published in Education Leadership, School Leadership March 6, 2020

Effective Education Leaders Challenge the Status Quo

Education leaders know that sometimes when we ignore conventional wisdom, there can be incredible successes and innovations. The key is knowing when to risk going against conventional wisdom and when to embrace it. How can we accomplish this? Conventional wisdom is meant to guide us in the decision-making process by providing us with tried and true methods for handling situations and issues. Those who go against conventional wisdom can reap great rewards if they are correct. However, going against it, and being wrong can potentially cost you your job.

The fight to end corporal punishment in U.S. Schools

Let’s look at an example of how education leaders challenged the status quo by confronting corporal punishment. Corporal punishment involves inflicting physical punishment and pain on students for misbehavior and also for failing academically. Its use is older than America, being a mainstay in the colonial one-room schoolhouses of the 1600s and 1700s. Corporal punishment can be administered with a paddle, ruler, cane, etc. At present, it is outlawed in 19 U.S. states. Back when I was in elementary school (Mississippi) in the nineteen-eighties, teachers could administer corporal punishment to students by using a paddle. All they needed was another teacher to witness the act, in case something went wrong, or they were accused of using excessive force.

Principals could do use it with impunity, and I remember students getting paddled for things like not turning in homework or failing or do their classwork. In the case of the latter, this always seemed especially punitive to me. What if the student is sick, tired, hungry, or emotional, and just doesn’t feel up to completing their classwork? Does that mean that they should be physically punished to convince them to fall in line? It all just sounds like an Orson Well’s dystopian novel.

Corporal punishment is still practiced in 19 U.S. States. As of 2019, my home state of Mississippi still allows school districts to use corporal punishment, but it has to be administered by an administrator. Can you believe it? I can, but that is not the point. At one time in U.S. history, corporal punishment existed in all 50 states, and the punishment was much more substantial.

Now, let’s get to my reason for discussing corporal punishment. At some point, courageous educators and educational psychologists said enough is enough. They started to speak out against corporal punishment and share research on the negative effects that it had on students. Initially, they were ridiculed and dismissed as bleeding heart liberals that did not know how to discipline children. Their critics reasoned that if educators followed their suggestions, students would be out of control and running K-12 schools.

However, they stuck to there guns and changed the status quo. Also, even though corporal punishment is still legal in 19 states, parents have the right to opt-in or out of practice. Most don’t optin, and the practice of corporal punishment is looked at as a barbaric act from days long past. This is because compassionate educators saw that the practice of corporal punishment was cruel and counterproductive, and decided to take action.